Summarizes research findings from a longitudinal study related to measuring effective classroom practices, the aspects of interdisciplinary teaming that affect practices at the classroom level, and how classroom practices relate to student achievement. (JPB)

This article discusses five outcomes of interdisciplinary teaming in middle school settings, based on the School Improvement Self-Study. These outcomes are intended to illustrate the positive impact of teaming with data from schools of varying demographic features. Outcomes include improvements to work climate, parental contact, job satisfaction,…

Identifies and explains the types of practices and interactions that interdisciplinary teaching teams engage in, which in turn influence instruction and student learning. Presents data to illustrate the impact of common planning time, team size, and scheduled teaming on team activities and interactions. (JPB)

Discusses the impact of school size on interdisciplinary teaming, developmentally appropriate classroom practices, school climate, and student outcomes, based on a study of 140 Michigan middle grade schools. Finds that there is no simple answer to the issue of school size; however teaming seems to make smaller schools better and larger schools…

Examined how interdisciplinary team practices and classroom instructional practices affected student achievement in high poverty middle schools in Arkansas, Louisiana, and Mississippi. Found that when the combined effects of family poverty level, teaming and common planning time, and duration of teaming were considered, there was a relationship…